English 9 Syllabus

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English 9 Syllabus

Ms. Kelly Hayes, Room F321
(505) 243-1458 ext. 60321
kelly.hayes@aps.edu

Welcome to the new school year and welcome to Atrisco Heritage! I am excited to have the opportunity to work with you this year, and I look forward to learning more about you. Together we will work toward furthering your education and ensuring your success in English 9. You will be expected to work to the best of your ability and behave in a courteous and respectful manner at all times. By working together, I am certain we will enjoy a challenging and rewarding school year!

Textbook

Prentice Hall Literature: Language and Literacy published by Pearson

Course Novels

We will read the four texts below throughout the year:

While all of the texts are available to checkout from the bookroom, I suggest you purchase your own copy of the novel if possible so that you may annotate directly into the book. You may also download digital copies of the novels to your electronic reading device such as a smart phone, tablet, or electronic reader. Please note that if you use your electronic device for anything but academic purposes, it will be confiscated and turned into the office as per school policy.

Supply List

You are expected to have supplies with you in the classroom at all times. Be sure to replenish supplies as necessary.

  • Large 3-ring binder
  • 3-ring loose-leaf college-ruled notebook paper
  • 5+ notebook dividers
  • 1 college-ruled composition notebook with 100 sheets or more
  • 2 dark blue or black ink pens*
  • 2 red ink pens for grading
  • White out
  • Tape or Glue Sticks
  • 3×3 inch Post-It Notes
  • Green, yellow, and pink highlighters
  • 1 computer flash drive (Attach this to your school lanyard and ID so it is with you at all times)

Notebook

Your notebook will be divided into five sections:

  1. Assignment Sheet/Class Guidelines (Signed)
  2. Vocabulary Study Guides
  3. Notes
  4. Returned Papers (Organized by date)
  5. Blank loose-leaf notebook paper

Assignments

  • All assignments are due on the assigned date.
  • All assignments must be arranged by date in the appropriate section of your notebook.
  • If plan to be absent on a due date, you must make arrangements to turn in your work prior to the due date.
  • Late work will not be accepted unless the late work procedure is carefully followed.

 

Course Description

Over the course of the year, you will engage in reading and writing activities and assessments based on understanding of concepts, summary, identification, and analysis. These skills are traced through the Common Core State Standards, New Mexico End of Course Exam, progress toward high school graduation requirements, and college readiness. This course will prepare you for academic success at Atrisco Heritage by establishing strong foundational skills necessary to excel in all content areas. You will develop proficiency in reading, writing, speaking and listening; in expressing your ideas about the human condition; and studying the techniques used by published writers both ancient and modern. 

Course Objectives and Addressing Common Core State Standards

In addition to standards specific to each unit of study, students are expected to practice the following Common Core Anchor Standards daily:

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

You may find a complete list of the Common Core State Standards at www.corestandards.org/read-the-standards.

Instructional Methods

I use a wide-variety of instructional techniques to facilitate learning. My lessons are rigorous and fast-paced, yet I have also designed them to meet the needs of all students. My methodologies may include lectures, visual presentations, and class discussions, as well as hands-on approaches such as close reading and annotation, small group activities, research projects, computer-based learning and presentations, and a variety of artistic interpretations of material. Using a variety of methods gives every student the opportunity to be challenged, yet successful.

Technology Usage

Technology will play a major role in your English 9 learning experience. Since I use a lot of web-based educational tools, it will be extremely helpful for you to bring a phone, tablet, or iPod with Internet access to class every day (devices used inappropriately, however, will be confiscated). You will need to access my class website, http://mshayes.org, nearly every day, and we will also use GoogleDocs to create presentations, type essays, and share files regularly. Every student will create a new Google account to be used strictly for academic purposes. If you would like to create this account in advance, please use the following guidelines: Google username: firstname.lastname19@gmail.com and Google password: your unique student ID number

Assessments and Grading Scale

Assessments will take a variety of forms in this course. Traditional assessments such as tests, quizzes, and homework will be used in addition to performance-based assessments such as projects, presentations, and group work. This variety of assessments will allow you to demonstrate your strengths while working toward academic success. Grades will be based on a percentage system using the following scale:

100 – 90%                                A

89 – 80%                                   B

79 – 70%                                   C

69 – 60%                                   D

59% and below                  F

In addition to the assessments listed above, you will also be required to take state and district mandated assessments. Preparation for these assessments and dates will be provided when available.

Course Agenda and Description

*Please note that this is a tentative outline of this course and may be changed as deemed necessary by the instructor*

Grading Period: 1st 6 Weeks

ELA 9th Grade Standards: RI.1, RI.10, W.2, W.4, W.5, W.6, W.7, W.9, W.10, L.1, L.2, L.6

We will start out the year with a heavy focus on writing. You will learn how to vary your sentence structure, how to write strong eleven-sentence paragraphs, and how to cite and embed quotes into your writing. You will also conduct research on Greek mythology in preparation for The Odyssey.

Grading Period: 2nd 6 Weeks

ELA 9th Grade Standards: RL.1, RL.2, RL.3, RL.5, RL.7, RL.9, RL.10, W.3, W.4, W.5, W.6, W.10

The bulk of this grading period will be focused on studying the craft and structure of narratives using The Odyssey as the primary text. You will use the epic poem as a mentor text in order to write your own narrative poem upon conclusion of the unit.

Grading Period: 3rd 6 Weeks

ELA 9th Grade Standards: RL.1, RL.2, RL.3, RL.5, RL.10, RI.1, W.2, W.6, W.7, W.8, SL.2, SL.4, SL.5

We will conclude the first semester of your freshman year by reading Romeo and Juliet by William Shakespeare. Prior to reading the text, you will conduct research on William Shakespeare and present your findings to the class. While reading the text, you will keep a director’s notebook, which will further enhance your understanding of narrative writing. Your fall final exam will require you to incorporate elements from both The Odyssey and Romeo and Juliet into a culminating project.

Grading Period: 4th 6 Weeks

ELA 9th Grade Standards: RL.1, RL.2, RL.3, RL.6, W.1, W.9, SL.1

The fourth six weeks will fast forward to the time of the Great Depression to explore concepts such classism, racism, and mental illness as we read Of Mice and Men by John Steinbeck. While this is a narrative text, we will use it as a basis for argumentative writing. You will be expected to take a stand on a hot-button issue and use evidence from the text and from research to support your claims.

Grading Period: 5th 6 Weeks

ELA 9th Grade Standards: RL.1, RL.2, RL.3, RL.9, W.1, W.2, SL.1, SL.6

The bulk of testing will occur during this grading period, so expect the bell schedule to be heavily modified. If time allows, we will start reading Fahrenheit 451 in order to explore how Bradbury has combined the expository and argumentative writing styles to create a piece of satire and criticize societies shortfalls.

Grading Period: 6th 6 Weeks

ELA 9th Grade Standards: RL.1, RL.2, W.1, W.4, W.6, W.8, W.9, SL.4, SL.5, SL.6,

We will wrap up the year by considering the common themes of Fahrenheit 451, Of Mice and Men, Romeo and Juliet, and The Odyssey. You will then create a culminating project that explores the concepts of two of the four texts and combines at least two of the three writing styles studied throughout the year. Project proposals will be due the first week of May.

Resources

AHA School Website: http://aha.aps.edu

Ms. Hayes’ Class Website: http://mshayes.org

The Purdue Owl Online Writing Lab: https://owl.english.purdue.edu/owl

Information about the PARCC assessment: http://www.parcconline.org/parcc-assessment

Edmodo Login: https://www.edmodo.com

The Common Core State Standards: www.corestandards.org/read-the-standards

Expectations

Take responsibility for your own learning by mastering these skills:

  1. Attend class and actively participate.
  • Complete assignments and homework on a daily basis
  • Track grades Synergy ParentVue/StudentVue
  • Verify grades posted in my classroom.
  1. Listen, read, and follow directions
  • Listen carefully
  • Read directions thoroughly
  • Answer questions completely
  1. Use your calendar and binder as organizational tools
  • Record assignments on a daily basis
  • Keep all graded work in your binder
  1. Write in complete sentences and show your work
  2. Turn in work on due date
  • No late work!
  • Follow proper procedure for obtaining make-up work in class
  1. Work to learn!

Attendance/Tardy Policy

When the final bell for class rings, you must be in the classroom. I strictly follow the published AHA attendance policy. If you reach the maximum number of unexcused absences/tardies under the policy, I will notify administrative personnel for a parent conference or WF from my class.

Missed Assignments/Exam Procedure

Whenever you are absent, send me a quick email letting me know that you will not make it to class. Usually, I can send you the makeup work on the same day of your absence so you do not fall behind. If you will be absent from school for two or more days, your parent or guardian should notify the school so that other assignments may be collected and sent to you at home. It is your responsibility to inform your teacher(s) that you will be absent and to request any and all make-up work.

Once you have returned to class, all make-up and alternative assignments must be completed within the number of school days equal to or less than the number of school days you have been absent.

Class Participation

All students are expected to take an active part in the learning environment of the classroom. This means coming to class on time and being prepared to learn. The more you participate, the more you will learn!

Academic Dishonesty

Academic dishonesty will not be tolerated. Any attempts to plagiarize or cheat will result in the automatic loss of credit for all students involved. Additionally, parent contact and a referral to the administration are options that will be used at the teacher’s discretion. Any additional occurrences may result in being dropped from the class.

Communication

The best way to contact me is by email, however you may also call me at the school at (505) 243-1458 ext. 60321 and leave a voicemail. In an effort to increase communication between you, your parents/guardians, and myself, I will also use the Remind program to send text message reminders directly to your phone. Please note that former students have reported that the app is much more effective than SMS alerts. To sign up to receive the Remind messages, follow these directions:

 Student Alerts

Students, please text your class code to 81010 or (505) 349-8152 to sign up for Remind messages:

1st Period: @khayes1

2nd Period: @khayes2

3rd Period: @khayes3

4th Period: @khayes4

5th Period: @khayes5

6th Period: @khayes6

 Parent Alerts

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The expectations I have for you are the same as the expectations you will find throughout the APS system, in colleges, other post-secondary educational institutions, social environments, and the workplace. Our goal is to help you acquire skills you can use for a lifetime.

You may contact me by email at kelly.hayes@aps.edu. Please let me know if you have any questions or concerns.

Thank you,

Kelly Hayes

This syllabus is a tentative outline of this course and may be changed as deemed necessary by the instructor.

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